Rationale: For better
comprehension
when reading, children should be able to visualize what they are
reading.
There is consistent evidence that visualization, or constructing
images,
facilitates children’s learning of text. In this lesson, children will
learn how to and practice constructing images from their reading.

Materials: Copies of the
poem
“Gumeye Ball” by Shel Silverstein for each student, 2 pieces of white
paper
for each student, crayons, Selection of chapter books

Procedures:1. Begin the lesson by explaining
to the class the importance of constructing imageswhile reading. Say: “When we draw
pictures in our heads about what we read, we are more likely to
remember
what we read and understand it better.”

2. Review silent reading. Say:
“Remember,
when you read silently, you can read fastthrough the less important parts,
but read slowly over the parts that are important.This will help you remember details
that are important for constructing a mental picture of what you have
read.”

3. Model visualization. Say: “I am
going to read a sentence and show you how Ivisualize.” Read: The little girl
built a sandcastle as the waves were crashing nearby.Say: “This is the picture I would
construct in my head (draw it on the board). Each of you may have done
it different than I did, but that is okay. It is just important that
you
make some type of picture in your mind to help you understand and
remember
what you are reading.”

4. Write this sentence (on the
board):
Joey’s
dog is clawing at a tree trying to catchKatie’s cat. Have the students
read the sentence silently, then draw on their paper the image that
they
created in their mind. Have the students show their work to the rest of
the class and remind them that it is okay that they do not all look the
same.

5. Explain to the students that it
is important not to try and create mental images at the same time they
are reading. Tell them that they should read a short portion of the
selected
text and create an image from that and then proceed with the next small
portion and so on.

6. Pass out a copy of Shel
Silverstein’s
poem “Gumeye Ball” to each of the students. Say: “I want each of you to
read this poem and then draw the image that you construct in your mind
about it.”

7. Have the students read whatever
chapter book they are currently reading (or havethem select one if they are not
currently
reading one). For assessment, walk around the room and stop each
student
individually at a random point and have them describe the picture they
have in their head about what they have just read.